Comparative Analysis of the Role of National Gender-Specific Education Policies in Girls’ School Enrollment and Academic Performance in International Assessments

• In Event: Transforming Education: Korea's Vocational and Global Citizenship Education, and Gender-Specific International Policy Reforms

Proposal

In the contemporary landscape of global education, data-driven reforms have become pivotal in shaping national education policies. These reforms, often centered on standardized assessments, international rankings, and performance metrics, aim to enhance educational outcomes and foster accountability. This study conducts a comparative analysis of how the United States and South Korea–two countries with distinct cultural, political, and educational contexts–have implemented data-driven approaches. By focusing on these two nations, the research explores the factors influencing the adoption and impact of these reforms, particularly concerning educational equity and policy-making processes.
The primary objective is to understand the role of data in driving education reforms in the United States and South Korea. The study investigates the cultural and political motivations behind adopting standardized assessments and international rankings. Additionally, it explores how these data-driven reforms affect educational equity, student outcomes, and decision-making at national and institutional levels. Key research questions include: How do the cultural values of the United States and South Korea influence the implementation of data-driven reforms? What are the similarities and differences in applying these reforms, and what are their implications for educational equity in each country? How do these reforms impact education policies and practices at the school level?
To address these questions, the research employs a mixed-methods approach, combining quantitative and qualitative analyses. Primary data sources include reports and datasets from the Organisation for Economic Co-operation and Development (OECD), with a focus on Programme for International Student Assessment (PISA) results, which provide insights into student performance in both the United States and South Korea. The quantitative analysis involves examining PISA results and other relevant OECD data to compare student performance metrics, focusing on identifying patterns related to educational equity. This analysis aims to uncover how data-driven reforms influence student outcomes in different socio-economic contexts within each country.
The qualitative analysis includes a comprehensive review of national education policy documents from both South Korea and the United States, encompassing government reports, policy briefs, and strategic plans related to standardized assessments and international rankings. By examining these documents, the study identifies key policy drivers, objectives, and challenges associated with data-driven reforms. The research also draws on existing academic literature analyzing the outcomes of data-driven educational reforms, focusing on studies that have examined their impact on educational equity, teacher practices, and student well-being. By synthesizing these findings, the study provides a contextual understanding of how data-driven policies have been received and adapted in each country.
The United States, with its decentralized education system and emphasis on accountability, offers a unique case for examining the impact of data-driven reforms on educational equity and policy-making. In contrast, South Korea’s centralized education system and high performance in international assessments provide an interesting comparison. This research is expected to contribute significantly to the discourse on global education reform by offering insights into the effectiveness of data-driven approaches in improving educational outcomes and addressing disparities in educational achievement within these two different educational systems.

Author

• Yeji Cho, Stanford University